5 orientations of learning
humanist
behaviorist
constructivist
social learning
cognitivist
presentation
• 5 orientations of learning are discussed under the
following headings:
• What is learning?
• The goal of Education
• Main principles of each learning theory:
how they relate to third level education
1
Behaviorist
Pavlov 1849 – 1936
[ key theorists ]
Watson 1878 – 1958
Skinner 1904 – 1990
Behaviorist
‘Psychology as the behaviourist views it is a
purely objective experimental branch of
natural science. Its theoretical goal is the
prediction and control of behaviour’
(Watson, 1913).
2
Behaviorist
[ what is learned ]
• All behaviour is learnt and can be determined.
• Environment shapes behaviour.
• Four key principles according to James Hartley (1998):
– Activity is important
– Repetition, generalisation and discrimination are
important notions
– Reinforcement is the cardinal motivator
– Learning is helped when objectives are clear
• learning process takes place through the connection of stimuli
and response (S - R)
• Importance of contiguity and reinforcement.
Behaviorism
[ goal of education ]
• To produce behavioural change that will ensure
survival of human species, societies and individuals
(Merriam & Cafarella, 1999: 252).
3
Behaviorism
[ main principles ]
• Behavioural objectives (which would demonstrate the students’
understanding).
• Competency-based education.
• Skill development and training.
• Importance of feedback.
• Active and experiential learning (learning by doing).
• ‘Deterministic’ problem solving.
• Student is not responsible for his/her learning; environment is.
• Computerised and programmed instruction.
• Teacher facilitates environment, stimuli and reinforcement.
Humanist
[ key theorists ]
• Maslow 1908 – 1978
• Rogers 1902 – 1987
4
Humanist
http://www.ais.msstate.edu/TALS/unit3/3moduleB.html
Humanist
Humanism a movement in psychology which emerged in
the 1960’s and 1970’s. Humanism has its roots in
counseling psychology & focuses its attention on how
individuals acquire emotions, attitudes, values and
interpersonal skills. Humanist perspectives tend to be
grounded more in philosophy than in research.
(Ormrod 1999: 412)
5
Humanist
[ what is learning? ]
• Intrinsic motivation of learner influences what is
learned
• The learning which occurs is dependent on self
actualizing tendency of the individual
•
“the motivation for learning and change springs from the self-actualizing
tendency of life itself, the tendency for the organism to flow into all the
differentiated channels of potential development, insofar as these are
experienced as enhancing.”
(Rogers 1967: 285)
Humanist
[ goal of education ]
• Aim of humanistic educational strategies is to lead out the
potential of the student to assist them in their quest for selfactualisation. (Stapleton 2001)
• The major characteristics of human nature according to Rogers
(1951) adapted from Lefrancois (1997) p. 243
– Reality is phenomenological
– Behaviour is motivated by the need to self-actualise.
– Behaviour occurs within the context of personal realities.
– The self is constructed by the individual
– Our behaviours conform with our notions of self.
6
Humanist
[ main principles ]
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Experiential learning
Student centred approach
Teachers as facilitators of student learning
Focus on the process of learning rather than the
acquisition of facts.
• Problem solving
• Education system should fit the student
(Stapleton, 2001)
• Holistic education
Cognitivist
[ key theorists ]
• Piaget 1896 – 1980
• Miller 1920 –
• Neisser 1928 –
7
Cognitivist
“Learning is something that takes place inside a
person’s head – in the brain”
(Robert Gagne)
Cognitivist
[ what is learning ]
• However, even while accepting such behaviourist
concepts, cognitive theorist view learning as involving the
acquisition or reorganisation of the cognitive structures
through which humans process and store information.”[1]
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[1] Good and Brophy 1990 p. 187
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Cognitivist
[ goal of education ]
• To bring about learning through
thought process.
Cognitivist
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[ main principles ]
Memory
Perceptions
Emotions
Experience
Language
9
Social Learning
[ key theorists ]
• Bandura 1916 –
• Rotter 1920 –
Social Learning
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Social Learning
[ what is learning? ]
• Learning is interaction with and observation of others
in a social context / interaction between person and
society/environment
• Theorists may view the learner as not being in control
in this relationship (behaviourist) or as active
(humanist)
Social Learning
[ goals of education ]
• The purpose of education is to model new roles and
behaviour / to teach people how to act in a social
context
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Social Learning
[ main principles ]
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Socialisation
Social roles
Mentoring
Group work and team work
Collaborative learning
Experiential learning
Informal learning
Lifelong learning
Any theory of andragogy must take account of the relationship
between the person and society
• Adult education is often seen as a vehicle for addressing
social issues
Constructivist
Give a person a fish and you give him a
meal; teach him how to fish and you feed
him for life’
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Constructivist
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[ key theorists ]
Dewey 1859 – 1952
Piaget 1896 – 1980
Vygotsky 1896 – 1934
Kolb 1939 –
Constructivist
[ what is learning? ]
• Constructivist theory refers to the learners ability to construct
knowledge through active engagement with their environment.
• “…meaningful learning relies on active engagement in planning,
problem-solving, communicating, and creating, rather than rote
memorisation and repetition. Learning is a process by which people
make sense of their environment and personal history. The acquisition
of new knowledge is affected and shaped by prior knowledge,
interaction with others, experience, and inherited predispositions.
Our ability to learn is also influenced by logic, emotion, intuition,
and motivation.”
(Malone, 2003)
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Constructivist
[ goal of education ]
Focus is on the student – the approach is
student centred. The student(s) interacts with
environment with the aim of constructing new
meanings, understanding, or experiences
of the world.
Constructivist
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[ main principles ]
Co-operative problem solving
Experiential Learning
Peer tutoring
Self-directed learning
Group work
Learning to learn
Situated learning
Social learning
Learning is shared and negociated
Reflective practice
Guided discovery
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